Chapter 3: What can we learn from the rapid shift online during the pandemic?
The rapid shift online during the COVID-19 pandemic provided many insights about the capabilities and preparedness of teachers, learners and technology for online learning. In the tertiary education sector, the findings from staff surveys revealed that many teachers were committed to transfer a pedagogy of care to online teaching, but found this was challenging and involved increased emotional labour. Learners also experienced challenges, but they also appreciated the flexibility and opportunities for communication and active learning through digital tools. This chapter explores what teachers need to know about teaching online and how they can be supported to create engaging experiences that are sustainable for teachers and learners alike. The chapter argues that the pandemic changed online learning for good and demonstrated the viability of the CoMOOC model to support professionals collaborate in crisis contexts.
Key words
COVID-19, pandemic, academic experience, online learning, online teaching, teacher professional development, pedagogy of care, emotional labour, active digital learning.
Much of the research featured in this chapter came from the Moving to Online Teaching and Homeworkingresearch project run by UCL Knowledge Lab during the pandemic. More information about this research can be found here.
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